September 21, 2026
Supporting Infrastructureal Condition #1:
All Children & Youth are Presumed Competent
Holding a positive mindset towards inclusion is essential, as it shapes how children and youth are viewed, supported, and given opportunities to succeed. For educators, this begins with a commitment to seeing every child as capable, valued, and able to contribute. As our understanding of diversity, identity, and equity evolves, so must our teaching practices—ensuring all learners feel seen, respected, and supported in the classroom.
A key factor in this mindset is presuming competence and potential. This mindset shift moves educators away from deficit-based thinking toward strengths-based approaches that guide decision making processes. By assuming all children can learn and grow, educators are more likely to provide meaningful opportunities, maintain high expectations, and offer the supports needed for every child to thrive.
This session requires a minimum of ten participants. Participants will be notified by email a week in advance if cancellation is necessary.
*Please note that the zoom link will be sent out to participants prior to the session date.
Infrastructure of Inclusion - 5-Part Series
Monday, September 21
Monday, October 5
Monday, October 19
Monday, November 9
Monday, November 30
Time: 6:30 pm - 8:00 pm Location: Virtual
This series is for classrooms and early learning environments that are beginning their inclusive journey or hoping to continue moving forward. Designed for leaders and support teams, the series looks at some infrastructural conditions that promote inclusive opportunities for students. Teams are guided through topics such as the importance of positive educator attitudes, placement and programming decisions, the role of peers and support staff, purposeful individualizied programming and inclusive classroom planning for all.
These sessions will be recorded and posted for future viewing.
Based in British Columbia, Canada, Dr. Shelley Moore is a highly sought-after inclusive education researcher, teacher, consultant and storyteller. She has worked with school districts and community organizations around the world. Her research explores how to support teachers to design for all learners in grade level academic classrooms that include students with intellectual disabilities using strength based and responsive approaches. Shelley completed her undergraduate degree in Special Education at the University of Alberta, her Masters at Simon Fraser University, and her Ph.D. at the University of British Columbia.
This event is being delivered by an external organization from the County of Wellington and as such your name and email address may be provided to the third party for attendance and training purposes. The County of Wellington is not responsible for the content, privacy policies, or security practices of this external organization. You are encouraged to review the privacy policy and terms of use of this external site/organization as they may differ from those of the County of Wellington.
